Drive Achievement Through Resiliency™ Building Resilience to Improve Academic Engagement and Performance NDPC Best Practices Kansas City, MO April 15, 2013 April 16, 2013
Why do some kids disengage from school?
What can we learn from successful students about why they work hard, persevere and succeed in school?
Resiliency Research 4 When investigating social emotional factors that underlie academic performance, researchers have identified essential RESILIENCY skills that are scientifically linked to academic success. April 16, 2013
Resiliency Research: • Resiliency skills are valuable for all students, and absolutely critical for students who possess at-risk characteristics. • Proven strategies can help students develop the resilience to ensure risk factors do not result in school failure.
Six Critical Resiliency Skills 6 • Goal setting/Valuing the importance of education 1 • Academic confidence 2 • Strong connections with others 3 • Stress management 4 • Balanced sense of well-being 5 • Intrinsic motivation 6 April 16, 2013
Setting Goals What do you notice about your students’ ability to set goals?
Setting Goals Paul Baltes’ three goal -setting strategies: SOC model • Selection – select few, realistic goals • Optimization – optimize opportunities to achieve goals • Compensation – switch or modify goals when faced with adversity
Academic Confidence (self-efficacy) Think about a time you have observed confidence issues impacting academic achievement.
Academic Confidence (self-efficacy) Academic confidence: the degree to which a student feels capable of successfully performing school-related tasks. Individuals who possess higher academic self-efficacy beliefs are more likely to: Persist when challenged with difficult academic material • Perform better during tests • Perceive negative performance evaluations as challenges • to overcome rather than threats to avoid.
Connections Can you think of a teacher at school who had a significant and positive impact on you?
Connections Research shows that: When students feel attached to at least one adult, • they are less likely to drop out of school Students work harder for teachers they like • Student’s perceived availability of social support • consistently provides health benefits, especially during times of stress
Stress Management What kinds of things are causing your students to experience stress? Are they handling stress effectively? Are they aware of how stress impacts them?
Stress Management Stress management: One’s ability to conserve emotional, psychological, and • behavioral resources While one may possess the skills needed to perform the • activity, stress is often about whether one has the emotional resources needed to perform the activity •
Health and Well-being What are some ways you think your students can make changes in their lives that would increase their overall well being?
Improving Health and Well-being Health and Well Being issues impact academic performance in numerous ways. For example, lack of sleep and proper nutrition can lead to Reduced ability in: Increased: memory fatigue • • performance disinterest in school and • • surroundings alertness • irritability concentration • • anxiety ability to handle complex tasks • • drug and alcohol use creativity • • vulnerability for accidents/illness socialization • • absences due to illness •
Motivation Do you think most of your students come to school because: A. They feel like they have to B. They recognize that school is important to achieving their goals C. They feel guilty, like they’re letting someone down, if they don’t attend school D. They enjoy being at school
Motivation (self-determination theory) Different types of motivation – Intrinsic motivation is doing something because it the task itself is • enjoyable (sense of satisfaction, accomplishment) or meaningful. Extrinsic motivation is doing something for external reasons , i.e. • external rewards, feeling forced into it (avoiding punishment) or concerned about letting others down (avoiding guilt) Intrinsically motivated students are most likely to succeed in school • and life
Interpreting Effect Sizes β > .10 is a small effect β > .30 is a medium effect β > .50 is a large effect
Resiliency and School Success .22 Motivation Academic .66 Success .43 .47 Connections Retention .17 .23 .12 Confidence Health .25 Close & Solberg, 2008
Six Critical Resiliency Skills 21 • Goal setting/Valuing the importance of education 1 • Academic confidence 2 • Strong connections with others 3 • Stress management 4 • Balanced sense of well-being 5 • Intrinsic motivation 6 April 16, 2013
Assessing Resiliency • Researchers from University of Wisconsin developed a validated resiliency assessment used by districts around the country to evaluate critical skills.
Revving Up Pre- Assessment: Assessing Student Resiliency Each student answers 108 questions covering the six critical resiliency skills: • Importance of school • Confidence • Connections • Stress management • Sense of well-being • Motivation
Focus of Studies 24 Success Profile score Risk Profile score = = mean resiliency mean resiliency scores scores of top 25% of bottom 25% Academic performance level is an index calculated by combining attendance, behavior, academic performance data April 16, 2013
Means Analysis 25 April 16, 2013
Academic Risk and Success Profile Analysis 26 April 16, 2013
Individual Resiliency Analysis 27 April 16, 2013
Building Resiliency • What can we do in the classroom to help our students become more resilient? • UW researchers developed a research-based pedagogy for increasing resilience in the classroom • Success Highways has received NDPC’s highest rating: Strong Evidence of Effectiveness
Resiliency Curriculum Research based pedagogy for improving 6 • critical resiliency skills Fifteen 45-minute lessons • Lessons include variety of extensions and • enrichment that can be used beyond the 15 sessions.
Resilience = Higher GPAs 30 April 16, 2013
Denver Public Schools 9 th Grade Academy Results
Goal Setting/Importance of School • How can you help students with goal setting? • How do you help students to understand the importance of school on their future?
Helping out kids to set and achieve realistic goals • What do I want for myself? • How is school related to this? • What can I do today, this week, this year that will help me to achieve my goals? • What will I do if I run into an obstacle?
Planning for their future • Ask your students to write a letter to themselves about what they want to get out of this school year • Have students create a vision board: use pictures, words, images, technology to create a visual representation of what they see as success for themselves
Building Confidence Understanding what confidence is (COURAGE) • Understanding how lack of courage is often what • impedes us from achieving goals Understanding what kinds of factors impact our • confidence positively and negatively Increasing experiences that positively impact • confidence and decreasing experiences that negatively impact confidence
Building Confidence Focus on the behavior, not the ability • Being a great student, athlete, employee has more to do • with a behavior you can control (i.e. work ethic) than it does innate intelligence, athletic ability or talent Use failures as feedback - to better understand what you • need to do differently Failure can lead to anxiety, or it can lead to success • http://www.youtube.com/watch?v=45mMioJ5szc •
Building Confidence Ask students to think about 3 areas they are confident about • and 3 areas they wish they had more confidence about. Tell students what YOU are confident in and where you wish • you had more confidence Invite students to share and discuss these areas • Look for themes of confidence in literature and history and use • these opportunities to talk about the issues facing the characters and how they are similar to their own experiences.
Building Connections • Help your students to know who you are as a person and learn about who they are as people • Show students you care about them and respect them through your words AND your actions • Communicate high expectations
Building Connections Help your students to think about who is in their social network. Ask them to think about who they could or do rely on for different situations, such as: Help with school work • Ride to a job interview • Talk about family issues • Laughter • Borrow money • Questions about health issues • Talk about friendships/relationships • Advice • Other categories? •
Managing Stress Identifying sources of stress/pressure • Identifying how we and others behave when under stress • • What does your mother look like when she is stressed/having a bad day? • What does your best friend look like • What do I look like? • What do YOU look like?
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